This 2 week course on Modern Methodologies for the Language Classroom is of significant benefit to teachers, who need to increase their awareness of current developments in ELT and to share ideas on best practice methodologies with colleagues from across Europe, thereby improving the overall approach to English Language Teaching in their schools and, as a result, the learner outcomes for their students.
The aims of this course on Modern Methodologies in the Language Classroom are:
- To familiarise participants with recent pedagogical and classroom technology developments in English Language Training
- To Increase awareness of current trends in assessment for the language classroom
- To create a digital portfolio of projects, tasks and web tools for language teachers which will act as a reference for implementing new techniques in participants own classrooms and will help to facilitate dissemination of each participant’s Erasmus+ project
- To provide opportunities for reflection on their own practice
- To develop and consolidate participants’ own language skills
- To promote awareness of contemporary Ireland
- To establish contacts and share information with teachers from a variety of European backgrounds and facilitate future networking among these professionals
This 2 week course on Modern Methodologies in the Classroom is a practical, hands-on, participative course which focuses on exploring a range of up-to-date approaches to language teaching. The input sessions are a blend of lecture format and practical activities. Throughout the course, participants are encouraged to reflect on their own practice, consider alternative practices and try out a variety of classroom activities through lesson planning, workshops and presentations.
This course on Modern Methodologies in the Classroom is a 2-week course, consisting of 40 contact hours as well as an afternoon workshop and an afternoon cultural programme, which is directly linked to the morning sessions. These afternoon sessions provide an opportunity to familiarise participants with Irish history and culture as well as to practise English language in an informal environment and to consider ways in which school trips in their own teaching environments could be used to develop language skills of their students. Advice is provided on opportunities for extended Informal Learning and Personal Research related to their course on Saturday and Sunday.
On the final day of the course, the participants engage in a reflection session in which they are encouraged to examine benefits gained from the course and complete a course evaluation form. Participants are encouraged to keep contact via email and private social networking. Regular follow-up contact is made with the participants after completion of the course. The trainers are available for follow-up advice and support at all times.
1) Day one:
- On arrival participants meet their tutors and are given an induction covering information about the school and Dublin. They also receive out-of-hours emergency contact telephone numbers. On completion of their induction they complete a needs analysis questionnaire. In some cases the schedule may be refined to adapt to specific requirements of a group.
- Details of the course are outlined including the content and methodology of individual sessions. Participants get to know each other through a communicative activity which reflects the general methodology of the course. The group discuss their professional backgrounds and some general principles of education – with a focus on task-based learning and project based learning.
- Creation of a digital portfolio to record materials covered during the course
- An afternoon orientation tour of Dublin provides participants with an opportunity to practise their English in a more informal setting outside the classroom, familiarise themselves with the geography and history of the city and allow participants to collect authentic materials for use in the classroom.
2) Day two
- Review of theory and methodology in language learning. Reflection on their development and relation to classroom practice. Implications for teaching. The role of learner autonomy in language learning.
- Early Irish history session, exploring use of reading text in the classroom through CLT and CLIL.
- Visit to the National Museum covering periods examined in the history session, exploiting and relating fieldwork to class work and collecting authentic materials.
3) Day three
- Language games and activities. Exploring and using communicative language games.
- Developing the speaking skill. Practical activities for promoting speaking in the classroom. Spoken interaction and the CEFR.
- Visit to National Botanic Gardens. Exploring use of local natural resources to develop language activities.
4) Day four
- Using the internet. Using websites to develop the four skills. Evaluating sites for educators. Exploring sites to promote the four skills in the language classroom.
- Developing the reading skill. Alternative approaches to using written texts in the classroom.
- Visit to GPO 1916 exhibition. Collecting authentic texts.
5) Day five
- Embedding Assessment into the Language Classroom – implementing self-assessment, peer assessment and self-reflection.
- Drama in the classroom. Using drama activities to develop communication skills.
- Visit to National Gallery. Sourcing material for developing speaking skills.
6) Day six
- Developing the listening skill. Difficulties of listening for students and how to reduce these. Songs in the classroom.
- Developing materials for skills lessons.
- Visit to Henrietta Street Museum.
7) Day seven
- Web tools. ICT in the Language Classroom. Evaluating apps and tools to promote Higher Order Thinking Skills in the classroom
- Teaching pronunciation. Making pronunciation communicative and fun in the classroom.
- Visit to Christchurch Cathedral. History and influence of the main denominations in Ireland.
8) Day eight
- Developing the writing skill. Process writing. Writing and project work.
- Language analysis. Raising language awareness. Types of grammar. A lexical approach to grammar teaching.
- Visit to the Chester Beatty library. Sourcing materials for developing writing skills in the classroom.
9) Day nine
- Teaching vocabulary. The lexical approach to teaching vocabulary and collocations.
- Learner autonomy and Project-Based Learning. Analysing examples of projects for the language classroom. Encouraging learner autonomy in the classroom through the use of project-based learning.
- Film in the classroom. Exploiting film in the classroom using a contemporary Irish film as an example.
10) Day ten
- The Irish education system. History and development of the system. Comparison with other European models.
- Course review and evaluation. Implications for future practice. Establishment of base and guidelines for future contact and networking.
- Self guided cultural visit